詞匯語意學 的英文怎麼說

中文拼音 [cíhuìyǔyìxué]
詞匯語意學 英文
lexical semantics
  • 詞 : 名詞1 （說話或詩歌、文章、戲劇中的語句） speech; statement; lines of play 2 （一種韻文形式 起於唐...
  • 匯 : Ⅰ動詞1 （匯合） converge 2 （聚集; 聚合） gather together 3 （通過郵電局、 銀行把款項劃撥到別處）...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 意 : Ⅰ名詞1 （意思） meaning; idea 2 （心愿; 願望） wish; desire; intention 3 （人或事物流露的情態）su...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 詞匯 : [語言學] （語匯） vocabulary; words and phrases
  • 語意 : [訊] semanteme語意雙關 words with a double meaning
  1. It aims at specifying the potentials of the theory in english reading learning by analysis and exemplification

    本文通過分析、舉例論證等方式，說明了詞匯銜接理論對英語閱讀學習的指導意義。
  2. This paper aims at applying lexicology, semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word, in english teaching, can be restricted, determined and comprehended according to textual context, paralinguistic context or non - linguistic context, in the meantime, to relate the important role a culture, especially, the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition, which promotes the cultivation of their cross - culture awareness

    摘要文章運用詞匯學、語義學和語用學知識分析了詞的內涵意義的靈活性、不確定性、情感性和開放性，闡明了在英語教學中詞的內涵意義通過語言語境、副語言語境和非語言語境來限定和理解的觀點，同時說明了文化特別是非正式文化在幫助學生理解詞的內涵意義中所起的重要作用以及有助於培養學生跨文化交際意識的基本途徑。
  3. Abstract : this paper aims at applying lexicology, semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word, in english teaching, can be restricted, determined and comprehended according to textual context, paralinguistic context or non - linguistic context, in the meantime, to relate the important role a culture, especially, the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition, which promotes the cultivation of their cross - culture awareness

    文摘:文章運用詞匯學、語義學和語用學知識分析了詞的內涵意義的靈活性、不確定性、情感性和開放性，闡明了在英語教學中詞的內涵意義通過語言語境、副語言語境和非語言語境來限定和理解的觀點，同時說明了文化特別是非正式文化在幫助學生理解詞的內涵意義中所起的重要作用以及有助於培養學生跨文化交際意識的基本途徑
  4. This thesis will rely on previous studies of instructions on the general rules and language functions, and modification of teacher talk to carry on a multi - layer study on junior middle school teachers " instructions with aspect of linguistic forms and language functions in chinese efl classrooms. after study on the transcriptions of 30 lectures ( 10 lectures are given by in - service teachers, 10 lectures are given by pre - service teachers and 10 lectures are given by the winners in fine - quality classroom competitions ) of efl classroom of junior middle schools in china, the major findings are : ( 1 ) the teachers likely use some devices with respect to prosody ( temporal variables ), lexis, syntax and discourse to simplify and clarify the complex instructions to match the requirement of junior middle school students " listening comprehension. ( 2 ) there are about three factors that cause the ineffective instructions

    本文在前人的關于教師語言的調整，指令語及其表達功能的研究基礎上以何安平教授建立《中學英語教育語料庫（ mstm ） 》中的近17 . 7萬字的子語庫《英語課堂教學語料庫（ msee ） 》為研究語料，選擇了其中30節初中英語課為研究對象，對教師指令語的言語形式及其語言功能進行了較為深入的描述分析，發現： （ 1 ）在音律層面，中國中學英語教師習慣川停頓來放慢語速或在一些難詞之前做停頓以便達到讓學生理解的要求：詞匯層面，教師慣用一些表達方式來給指令語；句法層面，教師也是盡量用簡單句來簡化指令語；語篇層面，初中英語課堂上教師常用一些信號詞來起始解釋性指令語，並少用宏觀語篇標記詞來幫助學生理解，但卻常用微觀語篇標記詞來吸引學生的注意力。
  5. Computational lexical semantics

    計算詞匯語意學
  6. Some pedagogical methods are therefore proposed, such as emphasizing phonetic rules in memorizing new words ; accumulating more words in accordance to word formation rules ; enhancing the input of authentic english to reduce the negative effect of interlingual transfer ; teaching learners to lead them to collocate words consciously ; comparing the differences between mother tongue and target language

    同時提出了解決詞匯誤用問題的教學策略：加強語音教學，重視發音規則的傳授；加強構詞法教學，注意符合規則詞匯的歸納積累；增加地道英文輸入，降低語際負遷移的影響；傳授搭配知識，引導學生自主學習詞匯搭配；通過語言對比進行詞匯教學。
  7. This paper discusses the similarities and dissimilarities of connotation between chinese and english colour terms from four correlated angles, and summarizes the lexical importance of the comparative study

    本文從文化語言學、及翻譯學的角度探討了英漢色彩詞聯想意義的共性與個性，分析了造成這些特點的民族文化心理，總結了英漢色彩詞對比研究的詞匯學重要性。
  8. The book focuses on the selected literary texts, introducing the basic information of the authors, the works, the meanings of specific sentences and relevant knowledge of ancient culture and ancient chinese ( sound, character, vocabulary, and grammar )

    本書以文選為根本，圍繞文選的學習，配備相應的作者或著作介紹、作品思想內容的說明詞句意思和所涉及的古代文化知識、古代漢語理論知識（語音、文字、詞匯、語法等）的注釋以及譯文部分。
  9. The effectiveness of intentional vocabulary learning in the foreign - language environment

    試析外語環境下詞匯有意學習的效用
  10. Moreover, it is necessary for english teachers to guide and help the students to learn english new words and enlarge their vocabulary intentionally

    同時，教師要帶動和幫助學生進行有意學習，使其在廣泛的閱讀中不斷增加詞匯信息的積累，不斷提高對英語詞匯的認知和理解能力。
  11. According to the findings, this article suggested that in the high school english teaching, the teacher should fully using this rule of acquiring incidental vocabulary in english reading, and combine the intentional and incidental learning at the same time ; through the suitable way to strengthen, it will not only make the student grasp deeply of vocabulary requested in the new curriculum standard, but will also enlarge the vocabulary

    根據研究結果，本文建議在高中英語教學中，教師應充分利用閱讀附帶習得詞匯這一規律，有機將附帶習得詞匯和有意學習結合起來，通過適當增強方式加以強化，是學生不僅加強對新課程標準中所要求詞匯的深層掌握，而且進一步擴大詞匯量。
  12. Vocabulary learning is one of the most important aspects of the language learning and a word has associative meaning besides conceptual meaning

    摘要詞匯學習歷來是語言學習的重點，詞匯不僅有概念意義而且有聯想意義。
  13. The lexical culture connotation is the conventional cultural implicit information in russian linguistics research

    在俄語語言學研究中詞匯文化伴隨意義是規約性文化隱含。
  14. I was going with the words you were using, not wanting to get into semantics in our first brief exchange

    我當時不過是順著你所使用的詞匯，而不想一開始就和你陷入語意學的爭論中。
  15. Senior middle school students usually make some errors in their writings in spellings, dictions, sentence structures and some grammatical meanings of the text like the form of a letter, some oral words in written language, not cohesive sentences and so on

    學生的錯誤主要包括單詞拼寫不規范、不準確，標點符號不正確，以漢語意思類推英語詞匯及習慣搭配，以口語形式代替書面語，句與句之間不銜接以及對目的語規則的概括過度。
  16. First the author discusses the significance of the rapid developing multimedia and network technology in relation to the vocabulary expansion of high school students from the perspective of reforming language teaching and learning under the guidance of modern educational technology ; analyzes the importance to enlarge the students " vocabulary ; raises the problems existing at present in traditional language teaching and learning at high school and considers it necessary to revolutionize this situation under the development of multimedia and network

    作者認為，隨著多媒體及網路技術等現代科技的發展，為學習外語提供了真實語言環境，外語學習的環境與條件得到了極大的改善與提高。因此，藉助多媒體及網路技術從多個層面分析研究我國高中學生的英語詞匯學習策略，將對提高現階段的高中英語教學效率具有一定的積極意義，為高中生將來成功地學習和運用外語奠定良好的基礎提供積極的幫助。
  17. When the students finish expression skills, they will have a comparatively clear idea of chinese sentence patterns and express various meanings by the words and patterns they have acquired

    在表達技巧階段，我們力求使學生較清晰地了解漢語句型的構成，運用掌握的詞匯和句型表達出最多的意思
  18. With the help of grammatical context, we can make students understand that the same word used in the different grammatical structures may have different meaning, certain words can be only occurred in a particular grammatical context, and differem parts of speech may have different functions in the sentence. in other words, in grammatical context, the syntactic structure of the context determines various individual meaning of a polysemous word. with the help of lexical context, students can study the collocative relationship and the collocative meaning of the word

    藉助語法語境，可以讓學生理解同一詞語在不同的句法結構中的意義是不盡相同的，某些詞只能出現在特定的句法結構中，以及不同的詞類出現在句中有著不同的功用等；詞匯語境可以幫助學生理解和把握詞的搭配關系，當和不同的詞搭配在一起的時候，詞語的意義可能發生變化，某些詞只能和特定的詞搭配在一起使用；言語語境不僅能幫助學生理解詞的意義，而且還可以使學生懂得如何利用言語環境的幫助來猜測和確定生詞的意義，使多義詞在特定的語境中的含義得以定位。
  19. Starting with the limitations of traditional lexical semantics, this paper probes into the effectiveness of lexical pragmatics in explaining lexical meanings

    本文從傳統詞匯語義學的困惑出發，探討了詞匯語用學對詞語意義的解釋力。
  20. Over the last twenty years the english teaching in middle schools has made great progress : the scale of teaching is expanded constantly, and the teaching level is improved continuously, teachers " quality is increased substantially etc. but we should also realize that the development of our english teaching ca n ' t meet the demand of the economical and social development, such as : we pay too much attention to the teaching of knowledge about language and neglect the training of language skills etc. cooperative instruction is a magic tool in english teaching, which is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject

    二十多年來，我國中學英語教學取得了巨大進步，教學規模不斷擴大，教學水平不斷提高，教師的素質已有了長足進步等等。但同時也應看到我國現有的英語教學方式和水平與我國社會經濟發展對人才的需求之間，依然存在不小的矛盾和差距，如：過分注重詞匯、語法等語言知識的講授，忽視語言的應用能力的培養等等。現代社會里，人們對人才的合作意識、語言的交際能力等方面的要求越來越高。
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